Indicators of Student Learning
(How will I recognize what students have learned?) (Observable and Measurable)
Assessments and Tasks (How will they show what they know?) And how will you assess them? (what tool)
The student will: 9.2.2 appreciate the relationship between consumerism and quality of life (C, CC) 9.2.5 assess, critically, the relationship between consumerism and quality of life in Canada and the United States by exploring and reflecting upon the following questions and issues: • What are the indicators of quality of life? • How does individual consumer behaviour impact quality of life? • How does marketing impact consumerism? • How does consumerism provide opportunities for and limitations on impacting quality of life?
The student will:
Explain what consumerism is.
Explain what quality of life is.
Compare quality of life and consumerism and explain any relationships found between them.
Explain how quality of life differs for people in different regions of Canada and the United States.
Identify factors which directly influence quality of life.
Identify the physical, social and economic indicators of quality of life.
Evaluate these indicators in their own lives.
Describe different consumer behaviours.
Explain how these behaviours impact quality of life.
Identify ways that consumers can work to increase quality of life.
List ways that they can impact quality of life.
Describe marketing practices in North America.
List ways that individuals are influenced by marketing strategies.
Identify the connection between marketing and consumerism.
Explain the impact of marketing strategies on consumerism.
Explain what sustainability is and how it relates to consumerism.
Explain how consumerism can limit or increase the impact that citizens have on the quality of life of others.
Develop a plan of how to use consumerism and sustainability to increase quality of life.
The student will: Formative Assessment Tasks:
- Research in pairs on the computer and come up with a definition for both consumerism and quality of life. (Rating Scale) - Create a Venn diagram to compare quality of life and consumerism and determine any similarities or relationships between them. (Completion Checklist) - Research the quality of life in a specific region of Canada or the United States. - Present the information visually and orally for their specified region to the class. (Rubric) - Discuss and compare differences of regions as a class.(Verbal Assessment Feedback) - Write a paragraph describing these indicators in their own lives and how they impact their own personal quality of life. (Rating Scale) - Create a mind map that shows how quality of life is different for various people in North America. (Checklist) - Make a collage of different consumer behaviours and what it means to be a consumer. (Checklist/Peer Evaluation) - Take the collage they have made and write a paragraph stating how these behaviours could impact quality of life. (Rating Scale) - Orally demonstrate their understanding of the impact of individual consumer behaviours on quality of life through a simulated radio or television talk show discussion on how consumers can help to increase quality of life for everyone in society. (Rubric) - Create a list with a partner of ways that they think they could make a positive impact on the quality of life of other individuals, communities, nations, and the world. (Completion Checklist) - Create a list of ways that individuals are influenced by marketing strategies. Students will complete this task by writing a self-reflecting journal entry (Rating Scale) - Make a T-Chart showing at least 5 positive and negative aspects of marketing. (Checklist) - Draw a cartoon illustrating the connection between marketing and consumerism. (Rubric) - Write 5-6 sentences on the impact of marketing strategies on consumerism. (Rating Scale) - Create a Venn Diagram comparing sustainability and consumerism. (Completion Checklist) - Write an essay on the positive and negative impacts of consumerism on quality of life. (Rubric – Formative/ Summative Assessment)
Summative Assessment Tasks: - Work in groups of 2-3 students to research and come up with an original idea of how to solve a current economic issue relating to consumerism, quality of life, and sustainability. This idea will need to be thoroughly explored and explained, taking all factors into account. Students will have to present their ideas orally to the class while utilizing some form of technology. (Rubric) - Complete a unit exam that covers everything they have learned in this unit. (The Test)
(How will I recognize what students have learned?)
(Observable and Measurable)
Assessments and Tasks
(How will they show what they know?)
And how will you assess them? (what tool)
The student will:
9.2.2 appreciate the relationship between consumerism and quality of life (C, CC)
9.2.5 assess, critically, the relationship between consumerism and quality of life in Canada and the United States by exploring and reflecting upon the following questions and issues:
• What are the indicators of quality of life?
• How does individual consumer behaviour impact quality of life?
• How does marketing impact consumerism?
• How does consumerism provide opportunities for and limitations on impacting quality of life?
Formative Assessment Tasks:
- Research in pairs on the computer and come up with a definition for both consumerism and quality of life. (Rating Scale)
- Create a Venn diagram to compare quality of life and consumerism and determine any similarities or relationships between them. (Completion Checklist)
- Research the quality of life in a specific region of Canada or the United States.
- Present the information visually and orally for their specified region to the class. (Rubric)
- Discuss and compare differences of regions as a class.(Verbal Assessment Feedback)
- Write a paragraph describing these indicators in their own lives and how they impact their own personal quality of life. (Rating Scale)
- Create a mind map that shows how quality of life is different for various people in North America. (Checklist)
- Make a collage of different consumer behaviours and what it means to be a consumer. (Checklist/Peer Evaluation)
- Take the collage they have made and write a paragraph stating how these behaviours could impact quality of life. (Rating Scale)
- Orally demonstrate their understanding of the impact of individual consumer behaviours on quality of life through a simulated radio or television talk show discussion on how consumers can help to increase quality of life for everyone in society. (Rubric)
- Create a list with a partner of ways that they think they could make a positive impact on the quality of life of other individuals, communities, nations, and the world. (Completion Checklist)
- Create a list of ways that individuals are influenced by marketing strategies. Students will complete this task by writing a self-reflecting journal entry (Rating Scale)
- Make a T-Chart showing at least 5 positive and negative aspects of marketing. (Checklist)
- Draw a cartoon illustrating the connection between marketing and consumerism. (Rubric)
- Write 5-6 sentences on the impact of marketing strategies on consumerism. (Rating Scale)
- Create a Venn Diagram comparing sustainability and consumerism. (Completion Checklist)
- Write an essay on the positive and negative impacts of consumerism on quality of life. (Rubric – Formative/ Summative Assessment)
Summative Assessment Tasks:
- Work in groups of 2-3 students to research and come up with an original idea of how to solve a current economic issue relating to consumerism, quality of life, and sustainability. This idea will need to be thoroughly explored and explained, taking all factors into account. Students will have to present their ideas orally to the class while utilizing some form of technology. (Rubric)
- Complete a unit exam that covers everything they have learned in this unit. (The Test)